Dissertations / Theses on the topic 'Description of lived experience'
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Shields, Carmen. "Behind objective description, special education and the reality of lived experience." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0004/NQ28127.pdf.
Full textStark, Laurie. "A Phenomenological Description of the Lived Experience of Creating ARt for Women With Breast Cancer." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2394.
Full textPh.D.
School of Nursing
Health and Public Affairs
Nursing PhD
Mohammed, Raghshanda. "A description of the lived experiences of young adults who grew up in religiously heterogeneous households." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86511.
Full textENGLISH ABSTRACT: In this study, religiously heterogeneous households refer to households where the parents practice entirely different religions. These households are becoming more common and whilst the literature focusses on what this means for the married couple in terms of marital satisfaction, marital conflict and religious participation it largely neglects the influence that growing up in such a household may have on the child. This poses a potential problem in the therapeutic setting because there is no existing knowledge to work with. This study sought to narrow the gap in the literature by describing the lived experiences of young adults who grew up in religiously heterogeneous households. Through the use of snowball sampling, six young adults (aged 18-24) who grew up in religiously heterogeneous households agreed to be interviewed for this study. Of the participants four were male and the remaining two were female. The semi-structured interview yielded many reports of the participant’s experiences growing up in a religiously heterogeneous household. These experiences have been grouped into three types of themes. The themes include: (1) over-arching themes which deals with issues such as making sense of religion, making the decision as to which religion to affiliate with and idealizing the religiously homogeneous household whilst valuing the lessons gained from the religiously heterogeneous household; (2) an explicit theme which discusses how the experiences that the participants report about their households can be used to make tentative inferences about religiously heterogeneous marriages and divorce and; (3) peripheral themes include discussions about feeling judged and ostracised, negotiating a religiously heterogeneous background outside of the immediate family, tolerance and the value of a name. An Ecological Model is employed in the interpretation of these findings. Finally, the limitations and recommendations for future research are discussed.
AFRIKAANSE OPSOMMING: In hierdie studie verwys godsdienstige heterogene huishoudings na huishoudings waar die ouers aan heeltemal verskillende godsdienste behoort. Hierdie tipe huishoudings word al hoe meer algemeen en alhoewel die literatuur fokus op wat dit beteken vir die getroude paartjie in terme van huweliks tevredenheid, huweliks konflik en godsdienstige deelname, versuim dit om te kyk na die invloed wat dit het op die kind wat groot word in sulke huishouding. Dit hou ‘n potensiële probleem vir die terapeuties omgewing in, want daar is geen bestaande kennis om mee te werk nie. Hierdie studie poog om die gaping in die literatuur kleiner te maak, deur die beleefde ervaringe van jong volwassenes wat groot geword het in ‘n godsdienstige heterogene huishouding te beskryf. Deur gebruik te maak van sneeubalsteekproefneming, het ses jong volwassenes (tussen die ouderdomme van 18-24), wat groot geword het in godsdienstige heterogene huishoudings, ingestem om deel te neem aan ‘n onderhoud vir hierdie studie. Vier van die deelnemers was manlik en die oorblywende twee was vroulik. Die semi-gestruktureerde onderhoude het verskeie verslae gelewer van die deelnemers se ondervindinge van hoe dit was om groot te word in ‘n godsdienstige heterogene huishouding. Hierdie ondervindinge word in drie tipes temas gegroepeer. Die temas sluit in: (1) oorkoepelende temas wat te doen het met kwessies soos om sin te maak van godsdiens, die keuse te maak oor watter godsdiens om te volg en om die godsdienstige homogene huishouding te idealiseer, terwyl jy die lesse waardeer wat jy gekry het deur die ervaring van in ‘n godsdienstige heterogene huishouding groot te word; (2) ‘n uitdruklike tema wat kyk na hoe die ervaringe wat die deelnemers geraporteer het oor hulle huishoudings gebruik kan word om tentatiewe gevolgtrekkings te maak oor godsdienstige heterogene huwelike en egskeiding en; (3) perifere temas sluit in besprekings oor om geoordeel en uitgesluit te word, om ‘n godsdienstige heterogene agtergrond buite die onmiddellike familie te onderhandel, verdraagsaamheid en die waarde van 'n naam. ‘n Ekologiese model word gebruik in die interpretasie van hierdie bevindinge. Ten slotte, is die beperkings en aanbevelings vir toekomstige navorsing bespreek.
Beltran-Medina, Laura. "The Development of Intimate Partner Relationships Among Men Sexually Abused as Children." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1367334124.
Full textBencal, Carl Robert. "A qualitative description of the physical education-based lived experiences of non-aggressive socially isolated students." College Park, Md. : University of Maryland, 2003. http://hdl.handle.net/1903/183.
Full textThesis research directed by: Kinesiology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Morrissey, Sheryl Christian. "A Phenomenological Exploration of Mindfulness Meditation and the Creative Experience." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6459.
Full textChampa, Martha Marie. "Awakening: The Lived Experience of Creativity as Told by Eight Young Creators." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1481017239325047.
Full textHsu, Anne Y.-J. "The lived experience of transcultural identity explorers| a descriptive phenomenological psychological study on making a life in a new land." Thesis, Saybrook University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10928675.
Full textTranscultural migration is a growing phenomenon, yet research on the lived experience of individuals who willfully leave the security and comfort of their home nation and socio-cultural support to migrate alone as adults to a foreign nation where they do not have citizenship, do not look like the locals, and do not share the local mother tongue had not been previously researched. Marcia’s (2002) work on identity exploration and May’s existential psychological works (e.g., 1953), particularly his notion of “the stages in consciousness of self” (p. 100), served as major theoretical foundations of this research. Giorgi’s (2009a) descriptive phenomenological psychological method was used, as it aligns with the qualitative and existential nature of this topic. I interviewed three transcultural migrants and analyzed the data sets with imaginative variations to yield an essential psychological structure that describes the phenomenon. Fourteen constituents were identified: the presence of a call to adventure, an urge to defy the sense of confinement or frustration, an appetite to develop one’s potential for action in the world, indefinite and flexible migration plans, an imagined or desired horizon as the destination, commitment depending on the passion for and pursuit of growth and challenges, identity reflections on being different, a sense of extra effort or work, constant revival of earlier psycho-social crises, questioning traditional cultural boundaries, integrating cultural experiences into cultural identity and orientation, rebellion against cultural judgment-based interactions, cultural flexibility through experiential understanding, and heightened awareness of global, local, and identity politics. These findings support the existing literature emphasizing migrants’ openness to experience and interest in developing personal potential (Madison, 2009), their sense of extra effort (Moreau et al., 2009), and a pluralistic sense of political and socio-cultural identity (e.g., Ortega, 2016). In addition, the present findings challenge preconceived notions of culture, suggesting that concepts of cultural orientation, rather than racial/ethnic identity, and cultural humility in place of cultural competency have greater functional applications to the transcultural phenomenon. Some clinical, educational, socio-cultural, and political implications are presented. Future studies are encouraged to examine various transcultural possibilities.
Doan, Patrick. "Parcours attentionnel chez le scripteur expert." Thesis, Compiègne, 2021. https://bibliotheque.utc.fr/Default/doc/SYRACUSE/2021COMP2600.
Full textHandwriting is one of the most complex skill to learn and involves several processes: psychomotor, cognitive, sensorimotor, attentional. Its fluency can be characterized by the ability to trace in a fluid and precise way legible and rational graphic forms, the letters. The goal of the present thesis is to understand how attentional activity allows the writer to direct, coordinate and modulate the different components of his performance. More specifically, we try to apprehend how sensorimotor activity, cognitive activity and attentional activity are co-determining each other and allows the writer to live his experience as successive awakenings that are the result of his own active involvement in a situation. To do this, we used a first person approach that allows us to investigate the content of the lived experience, a dimension that has to be taken into account in order to understand cognitive processes in general, and attentional activity in particular. We adopted the theoretical and methodological tools developed by the « course of action » research program in order to interview the writer and collect detailed descriptions of his lived experience. The analysis of those data allows us to qualify attention in relation with the organization and the meaning of a task driven activity, calligraphy. This activity is not simply the repetition of a predefined experience but it is the continuous reconstruction, adaption, redefinition of its contents through the active involvement of the individual in a specific situation which finds its roots in a personal history and culture. The horizontal perspective that we developed shows that attention is experienced as the combination of a variety of inner gestures that allows the writer to put in specific relations the different components of his lived experience. The dynamic of those structures is defined by a constant process of hybridization and ramification of the attentional activity, and gives rise to regularities that can be viewed a techniques. The mastery of calligraphy relies on the emergence of attentional techniques, a form of know-how
Coxon, Ian. "Designing (researching) lived experience." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/11513.
Full textA thesis submitted to the University of Western Sydney, College of Arts, Education and Social Sciences, School of Communication Arts, as a requisite component in fulfilment of the requirements for the degree of Doctor of Philosophy, under a joint supervision arrangement with the University of Applied Sciences Cologne, Köln International School of Design. Includes bibliographical references.
Albers, Patricia Anne Katherine. "The lived experience of vocation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0005/MQ59746.pdf.
Full textEstes, Steven G. "Sport myth as lived experience /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487678444257747.
Full textAustin, Wendy Joan. "The lived experience of adolescent love." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq22944.pdf.
Full textPower, Zoe Louise. "The Lived Experience of Hyperemesis Gravidarum." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492899.
Full textEvans, Maria J. "The lived experience of teaching Shakespeare." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/95644/.
Full textJones, Eunicia. "Lived Experience of Young Widowed Individuals." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/5063.
Full textStachowicz, Tamara L. "Melungeon Portraits: Lived Experience and Identity." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1382444721.
Full textGibson, Colin George. "Lived borderline space : a Heideggarian journey into the lived experience of psychosis." Thesis, University of Portsmouth, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323325.
Full textGittings, Megan McGonigle. "The lived experience of patients with psoriasis." Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/gittings/GittingsM0805.pdf.
Full textMaillard, Struby Francoise, and maillard@webster ch. "Feeling unsure: a lived experience of humanbecoming." RMIT University. Health Sciences, 2010. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20100218.114321.
Full textGray, Linda Lee. "The lived experience of waiting for counselling." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37401.pdf.
Full textTsai, Chee-Ping. "The lived experience of anger in children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ54814.pdf.
Full textRussell, Helen. "The lived experience of laterlife computer learners /." Electronic version, 2005. http://adt.lib.uts.edu.au/public/adt-NTSM20051214.180901/index.html.
Full textHunt, Debra A. "The lived experience of young-onset dementia." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4926.
Full textID: 029808958; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Includes curriculum vitae.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references.
Ph.D.
Doctorate
Nursing
Iaquinta, Monica L. "The phenomenological lived experience of rheumatoid arthritis." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1842.
Full textFair, Nancy N. "The Lived Experience of Trauma Counselor Supervisors." Thesis, Duquesne University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10605483.
Full textTrauma is ubiquitous in our society, taking a costly toll on the physical and psychological well-being of individuals across all social strata, and creating an ever-increasing need for better understanding of how to help the victim survivors. The purpose of this current study addresses an aspect of that need for understanding by examining the lived experiences of clinicians who have learned about trauma and who are addressing trauma survivors’ needs by acting as supervisors for other clinicians. This qualitative, phenomenologically oriented study used van Manen’s (1990) four lived existentials, Bronfenbrenner’s (1979, 2005) bio-ecological model of human development, and existing trauma literature as its base. Historically, basic trauma education has not been provided to master’s or doctoral level students in counselor education programs. The rapidly expanding base of trauma literature has referenced knowledgeable, competent supervision as a necessity for therapists working with traumatized clients, yet little has been written about those supervisors, how they are trained and educated, and their lived experience in the process of becoming competent trauma supervisors
For this study, eight clinicians who have been supervising other clinicians who work with adult survivors of childhood sexual abuse were interviewed. The results were summarized into five themes that focused on the ubiquity of trauma, the “trial by fire” learning that was required to become knowledgeable, the rise to supervisory roles for which participants were sometimes unprepared, what they needed but didn’t get, and what they deem necessary to support them in their work. The author suggests ways in which the field of counselor education could be enhanced to better support supervisors in addressing the needs of their supervisees, and those of their traumatized clients.
Kitson-Reynolds, Ellen. "The lived experience of newly qualified midwives." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/193561/.
Full textBrown, Naoko Nakano. "Lived Experience of Loneliness| A Narrative Inquiry." Thesis, Saybrook University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10842478.
Full textLoneliness is a human experience that often influences the individual’s mood, perception, self-concept, relationship, and physical heath. The existing body of research on loneliness often associates loneliness with a mental illness (e.g., anxiety or depression) and/or a cognitive deficit. Moreover, although, researchers have identified different types of loneliness, there is limited research on the experience of profound loneliness while in the company of another person with whom one is in a close relationship. Therefore, this study was framed to contribute information in the field by exploring the meaning of this particular type of loneliness as a lived experience. The question this research sought to answer through narrative inquiry was: “What is the meaning of participants’ experience of loneliness while in the company of another person with whom they were in a close relationship?”
The current study examined oral narratives of adult participants. Five participants were recruited and interviewed. The transcribed data was analyzed following Gee’s (1991) structural analysis of oral narrative. Through analysis of the narrative data this study aimed to gain an understanding of subjective, psychological meanings of this particular loneliness experience.
The results of the analysis showed that participants, in relationship with another, characterized as close but not experienced as intimate, was retrospectively experienced as loneliness and was lived with a sense of profound hopelessness in a multidimensional manner, which implied the participant’s desired ideals for intimate relationship.
Many factors appear to influence the loneliness experience while in the company of a close other for adults, including the individual’s desire to avoid experiencing pain and loss. The findings indicate that increasing the individual’s awareness of their multidimensional experience through non-pathologizing reflection in a clinical context could allow him or her to reach a deeper understanding of the experience.
Dougherty, Phyllis Ann. "Lived Experience: Near-Fatal Adolescent Suicide Attempt." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1617.
Full textTatarczuk, Marian. "The Lived Experience of Perioperative Nurse Leaders." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1430432832.
Full textFriesen, Heather. "Illuminating discourse through lived experience with rheumatoid arthritis." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/15968.
Full textOlmstead, Heather M. "Portraits of lived experience, teachers implementing First Steps." Thesis, University of New Brunswick, 1999. http://hdl.handle.net/1882/601.
Full textWolf, Lisa C. "Psychological perspectives of the "lived experience" of hate." Thesis, Union Institute and University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3595261.
Full textThe study of hatred is a historical one that has generated multiple explanations theorizing the nature and origin of this construct. Current theories suggest hate is a critical factor in the manifestations of the world's atrocities, such as terrorism, massacres, and genocide, however no single universal definition of the construct exists. Additionally, there is a paucity of research specific to the construct of hate or documentation of the specific factors that contribute to its development. This research explores the experience of hate using a phenomenological method of inquiry so that a deeper understanding of the "lived experience" of hate can be achieved. Individuals who self-identify as experiencing hate from the perspective of the hater, offer descriptions of the intrapersonal processes, specifically the underlying emotions, cognitions, and physiological responses, that occur when they are or have been in the throes of hatred. Participants identify hate as an emotion, one unlike any they had ever experienced before and one that is a combination of several emotions. Although hate is defined as an emotion, participants identify cognitive and physical changes that accompanied their experience of hate, implying that hate is more than just emotion, though often described as such by laypersons. Factors that led participants to name their experience as hate versus some other experience, along with the critical components of hate are described. These descriptions distinguish hate from anger, dislike and aversion. Positive aspects of hate, as well reflections for transforming hate are also included. Limitations of the study and recommendations for future research are discussed.
Oishi, Cheryl Lynn. "The lived experience of Canadian children of colour." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq20762.pdf.
Full textCurnock, Carol Ann Revett. "Bankruptcy as lived experience compared to attributive models." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0017/NQ53888.pdf.
Full textSmith, Lynn A. "Portraits of lived experience, teachers implementing First Steps." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0018/MQ54650.pdf.
Full textSindall, Richard. "The lived experience of middle class early retirement." Thesis, University of Surrey, 2006. http://epubs.surrey.ac.uk/2154/.
Full textDuff, Gerard. "The strategy formulation process : describing a 'lived experience'." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/16145/.
Full textGriffith, Dana L. "Noncore Secondary Teachers' Lived Experience ofTKES Evaluative Feedback." Thesis, Piedmont College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746749.
Full textThe purpose of this study was to explore the noncore secondary teachers' lived experience with Georgia's Teacher Keys Effectiveness System (TKES) evaluative feedback. This descriptive phenomenological study examined Georgia's noncore teachers' use of evaluative feedback from TKES to inform and impact classroom effectiveness. The essence of the experience of receiving evaluative feedback is revealed through in depth interviews with 30 noncore secondary teachers from three districts in Georgia.
The findings in this study suggest that TKES evaluative feedback has the potential to support a positive change in the noncore classroom provided appropriate time and resources are dedicated to implementing the evaluative process with fidelity. Traits of effective feedback that resonate throughout the literature review and study findings are the need for feedback to be specific, timely, ongoing, and linked to professional development. The need in the noncore classroom for teachers to receive content-specific feedback was uncovered. Additionally, the need to build additional time and resources into the school year to ensure evaluative feedback has the potential to accomplish the goal of teacher growth and become a positive part of the teaching profession was uncovered. The findings of this study allow an opportunity for the voice of the noncore teachers' experience with TKES evaluative feedback to be heard, generating a pathway to improved feedback and growth in their classroom.
Lothian, Julie-Anne. "Lived bodies: women’s experience of sex and gender." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/69445.
Full textEngland, Teresa Potter. "Feeling Overwhelmed: The Lived Experience of Nurse Managers." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1911.
Full textParker, Carol A. "The lived experience of HIV-positive Tanzanian orphans." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/699.
Full textAdjei-Poku, Gladys. "Lived Experience of Tongans with Obesity and Diabetes." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6959.
Full textStepp, Rachel Elizabeth. "Nurse Executives' Lived Experience of Incorporating Caring Leadership." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7197.
Full textSangham, Mehul Anilrai. "Exploring the Lived-Experience of business model innovation." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/19891.
Full textKISHMAN, MARY CONNELLY. "THE LIVED EXPERIENCE OF ADOLESCENTS WITH BURN INJURIES." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085672288.
Full textNesbit, Marissa Beth. "Dance Curriculum Through Lived Experience: A Semiotic Analysis." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373892460.
Full textKrowka, Jessica Ann. "The Lived Experience of Recovery From Heroin Addiction." University of Akron / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1555951788174113.
Full textProuty, Diana Frances Ward-Smith Peggy. "The lived experience of adult survivors of childhood cancer." Diss., UMK access, 2005.
Find full text"A dissertation in nursing." Advisor: Peggy Ward-Smith. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 26, 2006. Includes bibliographical references (leaves 142-147). Online version of the print edition.
Wigney, Tessa Kristine Psychiatry Faculty of Medicine UNSW. "Bipolar disorder: an exploratory analysis of the lived experience." Awarded by:University of New South Wales. Psychiatry, 2010. http://handle.unsw.edu.au/1959.4/44802.
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